The double voice poem voices the two sides of conflicting views of motivation. The poem is meant to be read by two voices, some parts read simultaneously, while others are read in succession. The format of the poem emphasizes the characteristics of the two types of motivation, which highlights the benefits of using intrinsic motivation in the classroom.
Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261-271.
Crow, S. R. (2006). What motivates a lifelong learner? School Libraries Worldwide, 12(1), 22-34.
Reeve, J., Bolt, E., & Cai, Y. (1999). Autonomy-supportive teachers: How they teach and motivate students. Journal of Educational Psychology, 93(3), 537-548.
Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261-271.
Crow, S. R. (2006). What motivates a lifelong learner? School Libraries Worldwide, 12(1), 22-34.
Reeve, J., Bolt, E., & Cai, Y. (1999). Autonomy-supportive teachers: How they teach and motivate students. Journal of Educational Psychology, 93(3), 537-548.